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University of Nebraska - Lincoln
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
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A Reformed College Algebra Course: Understanding Instructors' And Students' Beliefs About Teaching And Learning Mathematics, Mary Williams
A Reformed College Algebra Course: Understanding Instructors' And Students' Beliefs About Teaching And Learning Mathematics, Mary Williams
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Reforms of undergraduate mathematics (e.g. Bressoud & Rasmussen, 2015; Laursen et. al, 2011) are changing the practice of teaching and learning within their courses. Prior research has established strong connections between practices and beliefs (Brickhouse, 1990; Raymond, 1997; Aguirre & Speer, 1999), therefore changing the practices within these courses may be affecting the beliefs of those tasked to enact the reformed practices. Thus, part of the work of the reforms in undergraduate mathematics is to learn how and why these beliefs may or may not be changing in this culture of reform.
In this qualitative case study, I analyzed the …